Grade+4+Unit+5-Close+Reading+2

= Introduction: Lesson 22 = Be sure students know the elements of poetry.

= Student Outcomes: = Students will be able to read and understand poems and the way they are organized.

1. On page 587, the author refers to elephants as "beasts of burden." Explain the meaning of this expression. 2. What is the author trying to show readers by including the diagram on page 588 ? 3. According to the text on pages 588-589, what is happening to the redwood tree at the same time as The Great Wall of China is built? 4. Page 591 states, "The tree was over 300 years old by then, still young for an ever-living Sequoia." What does the term **ever-living** mean? 5. Using information from the second and third paragraphs on page 591, explain why the redwood tree is not destroyed by the fire. || =Questions:= 1. On page 600, describe the similarity between children and tree branches, as expressed in the poem. 2. What is the author telling readers about the size of the giant sequoia in the fourth stanza on page 602 ? ||
 * =Title 1: The Ever-Living Tree= || =Title 2: Towering Trees= ||
 * =Questions:=

= Summative Questions: = 1. In **The Ever-Living Tree,** what is the author's purpose of alternating between the history of the tree and the development of human civilization? 2. After reading **The Ever-Living Tree** and the poetry selections, explain how the organization/structure of each helps us to understand the importance of the Sequoia (redwood).

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